Due to the COVID-19 crisis, the information below is subject to change,
in particular that concerning the teaching mode (presential, distance or in a comodal or hybrid format).
5 credits
30.0 h
Q1
Teacher(s)
Chaumont Jean-Michel; Fusulier Bernard; Marquet Jacques;
Language
French
Main themes
On the grounds of previous or on-going research, the seminar will allow the student to participate to the produc-tion of an on-going research, or to reflect critically on a previous research through its continuation. The research may be qualitative or quantitative. Several options will be offered, according to the resources and opportunities of the teachers and the skills of the students: - Option 1 Participation to an on-going research : the teacher in charge will introduce a seminar for the problematization from which a research question will be identified. He will propose books, reports or articles on this issue, that will be subject to a critical examination. The question will be made opera-tional, a process that will imply theoretical, epistemological and methodological choices. The analysis that will follow will lean on existing data that will be re-exploited in the context of the seminar, or on a clearly circumscribed collection of new data. A research report will be written. - Option 2 Re-visit an existing research : through a documentation, as exhaustive as possible, on a research of his choice, the teacher will critically review the steps of its realisation, together with the students : origin of the project, steps taken for obtaining the necessary means for its realisation, steps for its reali-sation, its finalisation and the different modalities for its popularization.
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
The fundamental objective of the seminar is to contribute in the training of sociologists able to engage in a re-search and reflect on what they do when they engage in it. The aim is thus : 1) to develop/reinforce the following skills, through practice and/or reflexivity on that practice " Construct an issue and locate it in its theoretical and social environment " Design a research strategy that is relevant for the studied issue and adapted to the (material, institu-tional, social) resources and constraints that one will encounter conducting the research. " Put selected data collection or data analysis techniques in practice " Present the results to a relevant public (b.o. in a research report) 2) to develop a critical reflexivity on the meaning and social uses of sociological research, mainly starting from research practices used in the seminar. |
Bibliography
- Les supports transversaux seront mis à disposition des étudiants sur Moodle.
Bibliographie non exhaustive
Bachelard G. (1976), La Formation de l’esprit scientifique, Paris, Librairie philosophique, J. Vrin.
Becker H.S. (2002), Les Ficelles du métier. Comment conduire sa recherche en sciences sociales, Paris, La Découverte, coll. Repères.
Berthelot J.-M. (1990), L’Intelligence du social, Paris, PUF, coll. « Sociologie d’aujourd’hui ».
Boudon R., Lazarsfeld P.L. (1965), Le Vocabulaire des sciences sociales. Concepts et indices, Paris, Mouton, coll. « Méthodes de la sociologie ».
Boudon R., Lazarsfeld P. (dir.) (1969), L’Analyse empirique de la causalité, Paris, Mouton, coll. « Méthodes de la sociologie ».
Bourdieu P., Chamboredon J.-C. et Passeron J.-C. (1968), Le Métier de sociologue, Paris, Mouton, Bordas.
Champagne P., Lenoir R., et al. (1989), Initiation à la pratique sociologique, Paris, Dunod.
Chazel F., Boudon R. et Lazarsfeld P.L. (dir.) (1970), L’Analyse des processus sociaux, Paris, Mouton, coll. «'Méthodes de la sociologie ».
De Bruyne P., Herman J. et al. (1974), Dynamique de la recherche en sciences sociales, Paris, PUF.
Durkheim E. (1901), Les Règles de la méthode sociologique, précédé de J.-M. Berthelot, Les Règles de la méthode sociologique ou l’instauration du raisonnement expérimental en sociologie, Paris, Flammarion, 1988.
Ferreol G. et Deubel Ph. (1993), Méthodologie des sciences sociales, Paris, Armand Colin.
Franck R. (dir.) (1994), Faut-il chercher aux causes une raison ? L’explication causale dans les sciences humaines, Paris, Librairie philosophique J. Vrin, Lyon, Institut interdisciplinaire d’études épistémologiques.
Giaccobi M., Roux J.-P. (1990), Initiation à la sociologie. Les grands thèmes, la méthode, les grands sociologues, Paris, Hatier.
Glaser B.G., Strauss A.A. (2010), La Découverte de la théorie ancrée. Stratégies pour la recherche qualitative, Paris, Armand Colin.
Grawitz M. (1996), Méthodes des sciences sociales, Paris, Dalloz.
Heinich N. (1999), L’épreuve de la grandeur, Paris, La Découverte.
Herman J. (1988), Les Langages de la sociologie, Paris, PUF, coll. « Que sais-je ? ».
Olivier de Sardan J.-P. (2008), La Rigueur du qualitatif. Les contraintes empiriques de l'interprétation socio-anthropologique, Louvain-la-Neuve, Academia Bruylant.
Piaget J. (1970), Épistémologie des sciences de l’homme, Paris, Gallimard.
Poupart J., Deslauriers J.P., Grouly L.H., Laperrière A., Mayer R., Pires A.P. (1997), La Recherche qualitative. Enjeux épistémologiques et méthodologiques, Montréal, Paris, Casablanca, Gaëtan Morin.
Strauss A., Corbin J. (2004), Les Fondements de la recherche qualitative. Techniques et procédures de développement de la théorie enracinée, Academic Press, Fribourg.
Van Campenhoudt L. (2001), Introduction à l'analyse des phénomènes sociaux, Paris, Dunod.
Van Campenhoudt L., Chaumont J.-M., Franssen A., (2005), La méthode d’analyse en groupe, Paris, Dunod.
Van Campenhoudt L., Marquet J., Quivy R., (2017), Manuel de recherche en sciences sociales, Paris Dunod.
Weber M. (1922), Essai sur la théorie de la science, Paris, Plon, 1965.
Teaching materials
- Les supports transversaux seront mis à disposition des étudiants sur Moodle.
Faculty or entity
PSAD
